Assessor Resource

FSKNUM24
Use geometry to draw 2D shapes and construct 3D shapes for work

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge to use angle properties, symmetry and similarity to analyse and draw 2D shapes and construct 3D shapes for workplace practices.

This unit applies to individuals who need numeracy skills at Australian Core Skills Framework (ACSF) level 4 to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

Element

Performance Criteria

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify relevant shapes in a work context

1.1 Identify a range of 2D shapes and 3D shapes and their uses in work contexts

1.2 Name and describe features of 2D and 3D shapes

2. Identify, draw and measure angles and calculate angle sizes

2.1 Identify types of angles in 2D and 3D shapes

2.2 Draw, estimate and measure angles using geometric instruments

2.3 Name and identify angle properties of 2D shapes

2.4 Use angle properties to evaluate unknown angles in shapes

3. Identify and use symmetry, and similarity properties of shapes

3.1 Apply properties of perpendicular and parallel lines to shapes

3.2 Demonstrate understanding and use of symmetry

3.3 Demonstrate understanding and use of similarity

4. Draw 2D shapes and construct 3D shapes for work

4.1 Identify the workplace task and mathematical processes required

4.2 Draw 2D shapes for work

4.3 Construct 3D shapes for work

4.4 Review and check the outcomes

4.5 Use specialised mathematical language and symbols appropriate for the task

Evidence of the ability to:

draw 2D shapes and construct 3D shapes

apply angle properties

use symmetry and similarity in shapes

use geometric instruments.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

properties of lines, angles, 2D and 3D shapes

types of angles.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access a range of established support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Element

Performance Criteria

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify relevant shapes in a work context

1.1 Identify a range of 2D shapes and 3D shapes and their uses in work contexts

1.2 Name and describe features of 2D and 3D shapes

2. Identify, draw and measure angles and calculate angle sizes

2.1 Identify types of angles in 2D and 3D shapes

2.2 Draw, estimate and measure angles using geometric instruments

2.3 Name and identify angle properties of 2D shapes

2.4 Use angle properties to evaluate unknown angles in shapes

3. Identify and use symmetry, and similarity properties of shapes

3.1 Apply properties of perpendicular and parallel lines to shapes

3.2 Demonstrate understanding and use of symmetry

3.3 Demonstrate understanding and use of similarity

4. Draw 2D shapes and construct 3D shapes for work

4.1 Identify the workplace task and mathematical processes required

4.2 Draw 2D shapes for work

4.3 Construct 3D shapes for work

4.4 Review and check the outcomes

4.5 Use specialised mathematical language and symbols appropriate for the task

Evidence of the ability to:

draw 2D shapes and construct 3D shapes

apply angle properties

use symmetry and similarity in shapes

use geometric instruments.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

properties of lines, angles, 2D and 3D shapes

types of angles.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access a range of established support resources.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify a range of 2D shapes and 3D shapes and their uses in work contexts 
Name and describe features of 2D and 3D shapes 
Identify types of angles in 2D and 3D shapes 
Draw, estimate and measure angles using geometric instruments 
Name and identify angle properties of 2D shapes 
Use angle properties to evaluate unknown angles in shapes 
Apply properties of perpendicular and parallel lines to shapes 
Demonstrate understanding and use of symmetry 
Demonstrate understanding and use of similarity 
Identify the workplace task and mathematical processes required 
Draw 2D shapes for work 
Construct 3D shapes for work 
Review and check the outcomes 
Use specialised mathematical language and symbols appropriate for the task 

Forms

Assessment Cover Sheet

FSKNUM24 - Use geometry to draw 2D shapes and construct 3D shapes for work
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

FSKNUM24 - Use geometry to draw 2D shapes and construct 3D shapes for work

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: